Quincy SD 172 8/28/2015 1:11:29 PM
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District Continuous Improvement Plan with RTTT3 SOW
District Data - Contact Information District Information District Name:
QUINCY SD 172
District Address:
1416 MAINE ST
City/State/Zip:
QUINCY, IL, 62301 4261
RCDT Number:
010011720220000
Superintendent:
Calvin Lee
Superintendent Email:*
[email protected]
District Phone:
2172238700
Ext: 2242
Please enter your Rising Star leadership team members (Process Manager
Name
, Capacity Builder(s)
District Fax:
, Primary RTTT3 contact and Improvement Team Member) contact information.
Rising Star Team Role
Phone
Email
Steven Cobb
District Superintendent
217-223-8700
[email protected]
Carol Frericks
District Superintendent
217-223-8700
[email protected]
District Staff
Julie Stratman
District-Assigned Capacity Builder
217-223-8700
[email protected]
District Staff
Chrissy Cox
District Improvement Team Member
217-228-7691
[email protected]
Principal
Cindy Crow
District Improvement Team Member
217-223-0003
[email protected]
Principal
Anne Cashman
District Improvement Team Member
2172225697
[email protected]
Principal
Danielle Edgar
District Improvement Team Member
2172243770
[email protected]
Principal
Eryn Beswick
District Improvement Team Member
2172238700
[email protected]
District Staff
Dan Sparrow
District Improvement Team Member
2172223073
[email protected]
Principal
Mary Christensen
District Improvement Team Member
217-223-0003
[email protected]
Teacher
Erica Maynard
District Improvement Team Member
2172424245
[email protected]
Teacher
Lisa Otten
District Improvement Team Member
217-228-7691
[email protected]
Teacher
Andy Hoskins
District Improvement Team Member
217-222-3073
[email protected]
Teacher
Cheryl Vogler
District Improvement Team Member
217-364-2761
[email protected]
Teacher
Smith Kaleb
District Improvement Team Member
217-224-3775
[email protected]
Teacher
Joel Murphy
District Improvement Team Member
217-223-8700
[email protected]
District Staff
David Boster
District Improvement Team Member
217-223-8700
[email protected]
District Staff
[email protected]
Community Leader
©Sheldon 2015 Illinois University, with support the Illinois State Board of Education. BaileyInteractive Report Card, Northern IllinoisDistrict Improvement Teamfrom Member 217-779-7353
Title/Position
Lisa Otten
District Improvement Team Member
Andy Hoskins
District Improvement Team Member
217-228-7691
[email protected]
217-222-3073 Quincy SD 172 District Improvement Team Member 217-364-2761 District Continuous Improvement Plan with RTTT3 SOW District Improvement Team Member 217-224-3775
[email protected]
Joel Murphy
District Improvement Team Member
David Boster
Teacher
[email protected]
Teacher Page 2 of 42 Teacher
[email protected]
Teacher
217-223-8700
[email protected]
District Staff
District Improvement Team Member
217-223-8700
[email protected]
District Staff
Sheldon Bailey
District Improvement Team Member
217-779-7353
[email protected]
Community Leader
Pat Cook
District Improvement Team Member
217-223-8700
[email protected]
District Staff
Michaela Fray
District Improvement Team Member
217-223-8700
[email protected]
District Staff
Bruce Spitzer
District Improvement Team Member
217-228-5420
[email protected]
Community Leader
Allison Stupavsky
District Improvement Team Member
217-257-4813
[email protected]
Teacher
Airen Ocheltree
District Improvement Team Member
217-223-8700
[email protected]
District Staff
Sandi Rose
District Improvement Team Member
217-257-6632
[email protected]
Community Leader
Fessler Tony
District Improvement Team Member
217-228-7110
[email protected]
Teacher
Jennifer Drew
District Improvement Team Member
217-222-5697
[email protected]
Teacher
Calvin Lee
District Improvement Team Member
2172238700
[email protected]
Superintendent
Tracee Farmer
District Improvement Team Member
217-223-8700
[email protected]
District Staff
William Stuflick
District Improvement Team Member
217-641-4956
[email protected]
Community Leader
Julie Schuckman
District Improvement Team Member
217-228-7121
[email protected]
Principal
Sara Cramer
District Improvement Team Member
217-222-4059
[email protected]
Principal
Douglas Scott
District Improvement Team Member
217-224-5910
[email protected]
District Staff
Smith Marilyn
District Improvement Team Member
217-228-7100
[email protected]
District Staff
Cheryl Vogler 8/28/2015 1:11:29 PM Smith Kaleb
Please enter School Board member
contact information.
Name
Phone
Email
Sayeed Ali
217-430-9264
[email protected]
Sheldon Bailey
217-779-7353
[email protected]
Richard McNay
217-316-8688
[email protected]
Jim Whitfield
217-223-8700
[email protected]
Carol Nichols
217-223-8700
[email protected]
Mike Troup
217-223-8700
[email protected]
Sandi Rose 217-257-6632 © 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education.
[email protected]
8/28/2015 1:11:29 PM
Sheldon Bailey
217-779-7353
[email protected]
Richard McNay
[email protected] [email protected]
Carol Nichols
217-316-8688 Quincy SD 172 217-223-8700 District Continuous Improvement Plan with RTTT3 SOW 217-223-8700
Mike Troup
217-223-8700
[email protected]
Sandi Rose
217-257-6632
[email protected]
Jim Whitfield
© 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education.
[email protected]
Page 3 of 42
Quincy SD 172 8/28/2015 1:11:29 PM
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District Continuous Improvement Plan with RTTT3 SOW
Step 4 - Monitor Plan
Key Code D7
Objectives The district will monitor to ensure the intended curriculum is implemented with fidelity. (2326) RT3 Expectations: The district will establish (a) a local assessment system that includes through-course, formative, and summative assessments in a coherent framework that supports standards-aligned instruction and, where appropriate, the measurement of student growth, and (b) a standards-based reporting system in Math, ELA, and Science. Title I Expectations: Describe any other indicators that the district will use in addition to the academic indicators that the State uses to determine Adequate Yearly Progress (AYP), if any (see Section 1111).
Indicator Type
Assigned to
SC,SP,RT3,DTI
Julie Stratman
Target date Tasks 06/30/2015
5
% Tasks Objective Completed Status 40%
Tasks Task ID
Task Description
1
Create district-wide curriculum monitoring guides for principals aligned to ELA and Math curriculum on CurriculumCONNECTOR.
2
Utilize instructional rounds quarterly by conducting walk-through observations and providing desciptive feedback on identified instructional strategy.
3
Comments
Assigned to
Completed
K-6 - ELA Curriculum Units are not completed. DLIT and DMIT Teams need to reconvene to finish the work. 7-12 - ELA and Math completed. February 6, 2015 K-6 - ELA Curriculum Units are not completed. DLIT and DMIT Teams are convening to finish the work by June 2015. 7-12 - ELA and Math are completed. June 15, 2015 ELA and Math curriculum maps are complete. Ongoing monitoring will be conducted during the 2015-2016 school year.
Carol Frericks
06/15/2015
Instructional Rounds occurred PreK-12 in the fall of 2014, and will occur in the spring of 2015. Observations occurred around a Problem of Practice (POP).Feedback shared with staff will be used for goal setting. Instructional Rounds will be conducted twice per year. February 6, 2015 Fall IR have been completed in all buildings. Spring IR are scheduled to be completed by June 2015, including teacher leaders. Additional school based rounds have been conducted at QHS. June 15, 2015 District-wide use of Instructional Rounds in all buildings is complete. IR will continue for SIP during the 2015-2016 school year, including teacher leaders.
Carol Frericks
06/15/2015
Utilize instructional rounds once per semester by conducting walkthrough observations and providing descriptive feedback on identified instructional strategy. © 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education. 4 Create district-wide curriculum aligned to Next Generation Science
Michaela Fray
Julie Stratman
teacher leaders. Additional school based rounds have been 17215, 2015 District-wide use of Instructional conducted Quincy at QHS.SD June Rounds in all buildings is Plan complete. IR will SOW continue for SIP during the District Continuous Improvement with RTTT3 2015-2016 school year, including teacher leaders.
8/28/2015 1:11:29 PM
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3
Utilize instructional rounds once per semester by conducting walkthrough observations and providing descriptive feedback on identified instructional strategy.
Michaela Fray
4
Create district-wide curriculum aligned to Next Generation Science Standards (NGSS) with monitoring guides for principals aligned to Science curriculum maps on CurriculumCONNECTOR.
Julie Stratman
5
Allocate time for creating Next Generation Science Standards (NGSS) curriculum maps and communication with district faculty.
Carol Frericks
Key Code D9
Objectives The district curriculum will encompass a set of knowledge, skills and behaviors of appropriate content and rigor to prepare students for both college and careers. (2327) RT3 Expectations: For districts serving grades 9-12, the district will establish two or more Programs of Study promoting critical STEM application areas; for other districts, as applicable, the district establishes an individual learning plan program, commencing in 7th grade, that aligns to a Programs of Study model in the predominant feeder schools for high schools implementing STEM Programs of Study. Title I Expectations: (a)Describe the schoolwide and/or targeted assistance programs to be conducted in the district's schools; and where appropriate, (b) Educational services outside such schools for children living in local institutions for neglected or delinquent children and for neglected and delinquent children in community day school programs. (See Sections 1114 & 1115)
Indicator Type
Assigned to
SC,RT3,DTI
Carol Frericks
Target date Tasks 06/30/2015
3
% Tasks Objective Completed Status 66.67%
Tasks Task ID 1
Task Description (a) Ensure that the additional supports provided by Early Intervention services, Extended Day and Extended School Year services align with district curriculum for college and career readiness.
Comments
K-12 extended day opportunities have started in all buildings and align with district curriculum. Defined Learning, ALEKS and Edgenuity resources utilized in extended day are aligned to the CCSS for math and ELA. Plans for Extended School Year will be made in Spring 2015. June 15, 2015 Additional supports provided by Early Intervention services, Extended Day and Extended School Year services align with district curriculum for college and career readiness. The extended school year services provide Defined © 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education. Learning, ALEKS, Edgenuity and Edgenuity My Path.
Assigned to
Completed
Julie Stratman
06/15/2015
1
(a) Ensure that the additional supports provided by Early K-12 extended day opportunities have started in all buildings and Intervention services, Extended Day and Extended School Year align with district curriculum. Defined Learning, ALEKS and Quincy SD 172 services align with district curriculum for college and career Edgenuity resources utilized in extended day are aligned to the CCSS 8/28/2015 readiness. 1:11:29 PM District Continuous RTTT3 SOW Year will be made in for math Improvement and ELA. PlansPlan for with Extended School Spring 2015. June 15, 2015 Additional supports provided by Early Intervention services, Extended Day and Extended School Year services align with district curriculum for college and career readiness. The extended school year services provide Defined Learning, ALEKS, Edgenuity and Edgenuity My Path. 2
(b) Ensure that the services provided by Chaddock and Adams County Youth Home curriculum align with district curriculum for college and career readiness.
3
Ensure that Next Generation Science Standards (NGSS) are aligned K12 for college and career readiness.
Key Code IA02
Chaddock and Adams County Youth Home utilize the Common Core State Standards resources, including ALEKS, Edgenuity and Edgenuity My Path for Math and ELA. February 6, 2015 At this time Adams County youth home is conducting an inventory to determine alignment of resources with QPS.
Julie Stratman
06/15/2015
Page 6 of 42
Carol Frericks
12/15/2014
Carol Frericks
Objectives The district will build partnerships with community organizations in district and school improvement planning and will maintain regular communication with them. (2) RT3 Expectations: The district will use school and district performance information from resources such as the Illinois Shared Learning Environment and the redesigned State Report Card to support and build partnerships with community organizations. Title I Expectations: Describe how the district will use funds under Title I to support preschool programs such as Early Reading First, Head Start, and Even Start.
Indicator Type
Assigned to
SC,RT3,DTI
Julie Stratman
Target date Tasks 06/30/2015
3
% Tasks Objective Completed Status 66.67%
Tasks Task ID
Task Description
1
Identify additional partners in order to develop more partnerships.
2
Initiate more partnerships with identified partners.
3
The district will use Title I funds during the 2015-2016 school year to support a transitional kindergarten program for students targeted at risk during a school year between prekindergarten school programs and kindergarten enrollment. © 2015 Illinois Interactive Report Card, Northern Illinois University, with support
Comments
Assigned to
Completed
ECFC has added Schmiedeskamp, Robertson, Neu and Mitchell law firm as a partner for student mentoring.
Julie Stratman
12/15/2014
February 6, 2015 At this time, additional partnerships have not been initiated. June 15, 2015 At this time, additional partnerships have not been added.
Julie Stratman
February 6, 2015 The district has initiated a plan for implementation of a transitional kindergarten program during the 2015-2016 school year. The plan includes identification of students currently attending ECFC, students currently attending other preschools and fromother the Illinois State Board in of the Education. 5 year old children community. June 5, 2015 Two teachers and a family worker have been hired for the Transitional
Julie Stratman
06/05/2015
2
Initiate more partnerships with identified partners.
February 6, 2015 At this time, additional partnerships have not been Quincy 172At this time, additional partnerships have initiated. June 15,SD2015 not with beenRTTT3 added.SOW District Continuous Improvement Plan
Julie Stratman
The district will use Title I funds during the 2015-2016 school year to February 6, 2015 The district has initiated a plan for implementation support a transitional kindergarten program for students targeted of a transitional kindergarten program during the 2015-2016 school at risk during a school year between prekindergarten school year. The plan includes identification of students currently programs and kindergarten enrollment. attending ECFC, students currently attending other preschools and other 5 year old children in the community. June 5, 2015 Two teachers and a family worker have been hired for the Transitional Kindergarten for 27 students with a maximum of 30 students in two classrooms. Materials, including furniture and supplies, have been ordered for beginning the program in August 2015. June 15, 2015 Title I funds are not utilized to fund the Transitional Kindergarten program.
Julie Stratman
8/28/2015 1:11:29 PM 3
Key Code IA03
Indicator Type
Objectives
The district will build partnerships with parent organizations in district and school improvement planning SC,RT3,DTI and will maintain regular communication with them. (3) RT3 Expectations: The district will use school and district performance information from resources such as the Illinois Shared Learning Environment and the redesigned State Report Card to support and build parental engagement. Title I Expectations: Describe how the district implements effective parental involvement strategies. (See Section 1118 for specifics)
Assigned to Carol Frericks
Page 7 of 42
Target date Tasks 06/30/2015
2
06/05/2015
% Tasks Objective Completed Status 50%
Tasks Task ID 1
2
Task Description Establish a Director of Family and Community Engagement.
Comments
Assigned to
February 6, 2015 At this time, the district collaborates with the QFT to conduct community wide communication regarding the district Commit to the Core and Balanced Assessment Initiatives, which is funded through a QFT/IFT/AFT grant. The RSCIT members present recommend utilizing Title I funds to fill the Director of Family and Community Engagement position for the 2015-2016 school year. The position will be posted for the 2015-2016 school year after the Title I grant is approved in July 2015. The Director of Family and Community Engagement will serve on this RSCIT.
Julie Stratman
Continue to develop and implement Parent Institutes across the District-wide Parent Institutes have been provided in Fall 2014 on district. Balanced Assessment. Plans for Spring 2015 Parent Institutes are © 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois Board of Education. underway at thisState time. February 6, 2015 At this time, school-based Parent Institutes are scheduled for Spring 2015. In addition, a
Carol Frericks
Completed
06/05/2015
recommend utilizing Title I funds to fill the Director of Family and Community Engagement position for the 2015-2016 school year. The SD 172 position willQuincy be posted for the 2015-2016 school year after the Title I District Continuous Improvement RTTT3 SOW grant is approved inPlan Julywith 2015. The Director of Family and Community Engagement will serve on this RSCIT.
8/28/2015 1:11:29 PM
2
Continue to develop and implement Parent Institutes across the district.
Key Code IA07
District-wide Parent Institutes have been provided in Fall 2014 on Balanced Assessment. Plans for Spring 2015 Parent Institutes are underway at this time. February 6, 2015 At this time, school-based Parent Institutes are scheduled for Spring 2015. In addition, a community -wide Cyber Safety parent institute has been scheduled for February 23, 2015. Parent Institutes were all conducted during the 2014-2015 school year. Parent Institutes are scheduled for the 2015-2016 school year.
Objectives In collaboration with its schools, the district will set district and school achievement targets for all students and for AYP subgroups. (7) Title I Expectations: Describe student academic assessments, if any, that are in addition to state academic assessments used.
Page 8 of 42
Carol Frericks
Indicator Type
Assigned to
Target date
Tasks
SS,ELL,SD,DTI
Julie Stratman
06/30/2015
2
06/05/2015
% Tasks Objective Completed Status 100%
Objective Met 02/06/2015
Tasks Task ID
Task Description
Comments
Assigned to
Completed
1
Build a strategic assessment schedule for all teachers k-8 during the A K-12 Assessment Schedule has been created for all teachers and will 2014 summer. be presented at the September 8, 2014 BOE Curriculum Committee meeting. February 6, 2015 A Citizens Advisory Council has been formed to conduct the ISBE Assessment Inventory for the district. In addition, the CAC will create a grading practices survey for QPS educators to gather data about current grading practices across the district. The CAC will analyze the Assessment Inventory and grading practices data, and present the analysis and recommendations to the BOE Curriculum Committee in spring 2015.
Julie Stratman
09/08/2014
2
Professional development for grade 3-8 teachers will be done through September 5, 2014 - Grades 3-6 In progress: Introduction to MAP, MAP webinars. Professional development will occur for test Proctor Training, Grades 7-8 Complete February 6, 2015 MAP protocols, how to interpret the data for instructional decisions and professional development has been conducted. Regular and ongoing application using best practices. MAP professional development will continue. MAP assessments will be given to all K-9 students during the 2015-2016 school year.
Julie Stratman
02/06/2015
Status of Objective © 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education. 02/06/2015 MAP professional development implementation has been successful through NWEA webinars. 1. Describe your Experience in pursuing this Objective
2
Professional development for grade 3-8 teachers will be done through September 5, 2014 - Grades 3-6 In progress: Introduction to MAP, Quincy SD 172 MAP webinars. Professional development will occur for test Proctor Training, Grades 7-8 Complete February 6, 2015 MAP 8/28/2015 protocols, 1:11:29 PMhow to interpret the data for instructional decisions District Improvement Plan SOW Regular and ongoing and Continuous professional development haswith beenRTTT3 conducted. application using best practices. MAP professional development will continue. MAP assessments will be given to all K-9 students during the 2015-2016 school year.
Julie Stratman
02/06/2015 Page 9 of 42
Status of Objective 1.
Describe your Experience in pursuing this Objective
2.
What continued work will be necessary to sustain your efforts and continue to meet the Objective
3.
Evidence that this Objective has been fully and effectively implemented
Key Code IA08
02/06/2015 MAP professional development implementation has been successful through NWEA webinars. 02/06/2015 NWEA MAP webinars will continue to be utilized to meet this objective. 02/06/2015 NWEA MAP professional development sessions have been conducted in all 3-8 buildings and documented through teacher institute and PLC agendas. All MAP fall and winter assessments have been completed at this time.
Objectives
Indicator Type
Assigned to
SP
Carol Frericks
The school board and superintendent will present a unified vision for school improvement. (8)
Target date Tasks 06/30/2014
8
% Tasks Objective Completed Status 62.5%
Tasks Task ID
Task Description
Comments
1
The Board of Education will gather community, faculty and student perspectives by conducting the 5Essentials Survey in the spring of 2013.
The task has been completed in the spring of 2013. The faculty has reviewed the data in the fall of 2013. Discussion will continue regarding the next administration of the 5Essentials survey.
2
The Board of Education will engage in a self assessment annually to assess their role and determine goals for the the upcoming school year.
Dr. Cal Lee is planning a self-assessment meeting for the QPS Board of Education.
3
The Board of Education and administration will engage the community through a variety of community forums. Monthly Board of Education meetings will be held at different schools. Rising Star Continuous Improvement teams include community members at the district and school level.Rising Star reports will be provided quarterly at public Board meetings.
4
The Board of Education Curriculum Committee will review a program initiative update annually in the spring of the year.
10/01/2013
10/03/2014
June 15, 2015 The BOE Curriculum Committee reviewed the district initiatives updates at the June 8, 2015 meeting
06/15/2015
The Board of Education Policy Committee will review and discuss This task is complete and ongoing. policy to provide updates to the QPS Policy manual in order to support improvement © 2015 Illinois Interactive Report efforts. Card, Northern Illinois University, with support from the Illinois State Board of Education. The Superintendent and Board of Education will engage in a process
Completed
The task is completed and ongoing. Rising Star progress will be provided quarterly at public Board meetings through Curriculum Committee minutes.
5
6
Assigned to
The process to develop a district mission and vision statement has
10/03/2014
01/31/2014
district and school level.Rising Star reports will be provided quarterly at public Board meetings.
Quincy SD 172
Page 10 of 42 06/15/2015
4 The Board June 15, 2015 The BOE Curriculum Committee 8/28/2015 1:11:29 PMof Education Curriculum Committee will review a program District Continuous Improvement Plan with RTTT3 SOW reviewed the district initiative update annually in the spring of the year. initiatives updates at the June 8, 2015 meeting 5
The Board of Education Policy Committee will review and discuss policy to provide updates to the QPS Policy manual in order to support improvement efforts.
6
The Superintendent and Board of Education will engage in a process to develop a district vision statement. The process will engage all stakeholders including teachers, administrators, district Rising Star Continuous Improvement team members and Board of Education members.
7
QPS educators will engage stakeholders in the district and the community to communicate, understand and support the QPS mission and vision by attending community events/meetings.
Carol Frericks
8
Use the mission and vision statements to make decisions for the QPS district.
Carol Frericks
Key Code IA09
This task is complete and ongoing.
10/03/2014
The process to develop a district mission and vision statement has engaged all stakeholders including teachers, administrators, and district Rising Star Continuous Improvement team members. The draft statements will be presented to the Board of Education in January.
01/31/2014
Indicator Type
Objectives
The superintendent and other central office staff will be accountable for school improvement and student SP,ELL,SD,DTI learning outcomes. (9) Title I Expectations: Describe the actions of the district for its schools that do not make Adequate Yearly Progress (AYP). (See Section 1116)
Assigned to
Target date
Tasks
Carol Frericks
06/30/2015
3
% Tasks Objective Completed Status 100%
Objective Met 08/21/2015
Tasks Task ID
Task Description
Comments
Assigned to
Completed
1
The district K-12 Rising Star Continuous Improvement Teams will analyze assessment data for student growth in order to set goals for the 2014-2015 school year.
The RSCIT Team analyzed ISAT, PSAE and ACT data in September of 2014, and goals were set accordingly.
Carol Frericks
11/17/2014
2
The Rising Star Continuous Improvement Team will determine goals and targets for student growth for 2014-15 school year.
This task has been completed. Goals have been designed for 2014-15 at the District level and the Building level. The Board of Education approved these at the October 2014 meeting.
Julie Stratman
11/17/2014
3
The RSCIT will monitor the student growth data at least three times during the 2014-2015 school year.
The RSCIT team will analyze all Fall assessment data. February 6, 2015 During RSCIT meetings in March, the team will analyze fall and winter MAP and common assessment data for ELA and Math for PreK12 students. June 15, 2015 The 2014-2015 Student Growth Data © 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education. Report was shared with all RSCIT members to set goals for the 2015-
Carol Frericks
06/15/2015
2
The Rising Star Continuous Improvement Team will determine goals and targets for student growth for 2014-15 school year.
This task has been completed. Goals have been designed for 2014-15 Quincy SDand 172the Building level. The Board of Education at the District level approved these at with the October 2014 meeting. District Continuous Improvement Plan RTTT3 SOW
8/28/2015 1:11:29 PM 3
The RSCIT will monitor the student growth data at least three times during the 2014-2015 school year.
The RSCIT team will analyze all Fall assessment data. February 6, 2015 During RSCIT meetings in March, the team will analyze fall and winter MAP and common assessment data for ELA and Math for PreK12 students. June 15, 2015 The 2014-2015 Student Growth Data Report was shared with all RSCIT members to set goals for the 20152016 school year.
Julie Stratman
11/17/2014
Page 11 of 42 Carol Frericks
06/15/2015
Status of Objective 1.
Describe your Experience in pursuing this Objective
2.
What continued work will be necessary to sustain your efforts and continue to meet the Objective
3.
Evidence that this Objective has been fully and effectively implemented
Key Code
08/21/2015 The district RSCIT has implemented a district wide system of accountability for school improvement and student learning outcomes as outlined in the tasks for this objective. 08/21/2015 The district RSCIT will continue to monitor student growth goals and objectives aligned to the district mission in order to educate students and teachers to achieve personal excellence. 08/21/2015 The district RSCIT and building level RSCIT and the district Curriculum Committee monitor student achievement data three times per year in order to ensure student growth goals are met.
Objectives
IA10 The district will regularly allocate/reallocate resources to support school, staff, and instructional improvement. (10) RT3 Expectations: The district will provide sufficient flexibility in the use of time and re-allocates professional development resources necessary for RTTT3 plan implementation. HQT Expectation: The district will allocate/reallocate funds, especially those available under Title IIA, to assist in getting all teachers highly qualified. Title I Expectations: Describe how the district funds under Title I to support after school, before school, and summer school programs.
Indicator Type
Assigned to
Target date
Tasks
CL,SP,HQT,RT3,DTI
Carol Frericks
06/30/2015
7
% Tasks Objective Completed Status 71.43%
Tasks Task ID
Task Description
Comments
Assigned to
Completed
1
Extend Title I allocation to support extended day for all K-12 schools.
Title I grant includes all K-12 schools.
Julie Stratman
08/05/2014
2
Expand Title I allocation to all K-12 schools in order to provide supplemental services.
Title I grant will provide supplemental services for all K-12 schools, including ALEKS (Math) and Defined Learning (Project Based Learning) purchased services.
Carol Frericks
08/05/2014
Julie Stratman
02/06/2015
© 2015 Interactive Report Card, Northern Illinois University, the Illinois Board of 2014, Education. 3 Illinois Investigate possibilities for redistricting K-3 or K-6 schoolwith support from February 6, 2015State In the fall of a referendum for restructuring boundaries during the current school facilities planning process. the QPS school district was passed by the Quincy community. The
Task ID
Task Description
Julie Stratman
Completed Page 12 of 42 08/05/2014
Title I grant will provide supplemental services for all K-12 schools, including ALEKS (Math) and Defined Learning (Project Based Learning) purchased services.
Carol Frericks
08/05/2014
Quincy SD 172
Comments
Assigned to
1 Extend Title I grant all K-12 schools. 8/28/2015 1:11:29Title PM I allocation to support extended day for all K-12 schools. District Continuous Improvement Planincludes with RTTT3 SOW 2
Expand Title I allocation to all K-12 schools in order to provide supplemental services.
3
Investigate possibilities for redistricting K-3 or K-6 school boundaries during the current school facilities planning process.
February 6, 2015 In the fall of 2014, a referendum for restructuring the QPS school district was passed by the Quincy community. The district will be restructured into one PreK building, five new K-5 buildings, one 6-8 middle school at the current QJHS building, and one 9-12 high school at the current QHS building. As a result, the K-5 school boundaries will be redistricted during the restructuring process.
Julie Stratman
02/06/2015
4
QPS will establish a framework/program for supplemental services/intervention where teachers are paid well.
QPS Title I grant will provide pay for a full hour for extended day teaching and provide pay for professional development. In addition, the extended day teachers will be provided with a laptop during their services in the program.
Carol Frericks
10/03/2014
5
Recruit quality instructors and provide professional training in research-based intervention and instructional practices.
February 6, 2015 Quality QPS instructors have been recruited and hired for all extended day positions. Professional development has been provided for extended day instructors on how to utilize ALEKS and Defined Learning online tools. K-6 will create a plan for extended day ongoing professional development on research-based instructional practices utilizing the online tools. 7-12 extended day instructors engage in monthly professional development on research based instructional practices. June 5, 2015 K-12 Summer School professional development has been provided for summer 2015.
Carol Frericks
06/15/2015
6
Create Citizens Advisory Council (CAC) to determine procedures for redistricting and communicate the procedures to QPS staff and the community.
Carol Frericks
7
Allocate time for alignment of supplemental/intervention service.
Carol Frericks
Key Code IA13
Objectives The district will work with the school to provide early and intensive intervention for students not making progress. (13) Title I Expectations: Describe how additional educational assistance will be provided to individual students assessed as needing help in meeting State standards.
Indicator Type
Assigned to
SP,RTI,ELL,DTI
Julie Stratman
© 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education. Tasks
Target date Tasks 06/30/2015
2
% Tasks Objective Completed Status 50%
Key Code
Objectives
Indicator Type
Quincy SD 172
8/28/2015 1:11:29 PM will work with the school to provide early and intensive Districtintervention Continuous Improvement Plan with RTTT3 SOW IA13 The district for students not making SP,RTI,ELL,DTI progress. (13) Title I Expectations: Describe how additional educational assistance will be provided to individual students assessed as needing help in meeting State standards.
Assigned to Julie Stratman
Target date Tasks 06/30/2015
2
% Tasks Objective Completed Status Page 13 of 42 50%
Tasks Task ID
Task Description
Comments
Assigned to
Completed 06/05/2015
1
The district will use periodic benchmark assessment data to determine which students need additional instructional supports in order to meet or exceed state standards in ELA and Math.
Principals, literacy coaches, teachers, and intervention teams used District data to determine which students would be part of limited Extended Day or Intervention opportunities. March 16, 2015: Math intervention is provided during the day for students by utilizing ALEKS for differentiated, personalized math intervention. Literacy intervention is provided during the day for students by providing differentiated classroom instruction, Reading Recovery, and some pull-out and push-in small group intervention. Extended Day is provided for Grade 2-12 students for Literacy and Math instructional supports. Spring Parent Teacher Conferences were held for all students who were below (on the K-6 Assessment Wall)in Reading and/or Math in Grades K-8. Meetings generated a student's plan for improvement. June 5, 2015 Fall, winter and spring MAP data and common assessments data are utilized to determine extended day and summer school opportunities to meet or exceed state standards.
Julie Stratman
2
The district will provide a menu of supplemental instructional supports and interventions in ELA and Math that will be consistently utilized in all buildings through the district.
Currently the menu includes these supplemental supports: K-3 ELA Defined Learning, CIM Interventions, Reading Recovery K-3 Math ALEKS for Grade 3, ALEKS Quick Tables for Grade 2 for extended day use, XTRA Math for K-3. 4-6 ELA - Defined Learning, CIM Interventions. 4-6 Math - ALEKS, XTRA Math 4-6. 7-9 ELA - Defined Learning, Edgenuity, Read 180. 7-9 Math - ALEKS, Edgenuity 10-12 ELA - Edgenuity, Read 180 10-12 Math - Edgenuity ELL Mentors assessment data collected determines the support received. March 16, 2015: The menu of supplemental supports and interventions in ELA and Math are available in all buildings. June 5, 2015 Buildings will develop a schedule of interventions for ELA and Math. Administrators will meet and review the schedules to determine consistency throughout the district.
Julie Stratman
© 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education.
develop a schedule of interventions for ELA and Math. Administrators will meet and review the schedules to determine consistency Quincy SD 172 throughout the district. District Continuous Improvement Plan with RTTT3 SOW
8/28/2015 1:11:29 PM
Key Code
Objectives
IA14 The district will recruit, train, support, and place personnel to competently address the problems of schools in need of improvement. (14) RT3 Expectations: The district will establish systems to recruit and support strong instructional leadership at the school-level, and partners with teacher preparation programs to plan and implement pipeline strategies for High Poverty High Minority Schools. HQT Expectation: The district will ensure that only highly qualified teachers are hired. Title I Expectations: Describe the steps the district has taken or will take to ensure that all teachers and paraprofessionals in the district are highly qualified. (See Section 1119)
Page 14 of 42
Indicator Type
Assigned to
Target date
Tasks
ELL,SP,HQT,RT3,DTI
David Boster
06/30/2015
8
% Tasks Objective Completed Status 75%
Tasks Task ID
Task Description
Comments
Assigned to
Completed
March 16, 2015: Ventures for Excellence for teacher interview training has been completed. Building and Central Office administrators completed the training for the interview process for hiring high quality teachers. Ventures for Excellence training for leader interview training has begun and will be finished soon. June 5, 2015 Ventures training for six teacher interviewers and one leader interviewer has been completed.
David Boster
06/05/2015
March 16, 2015: At this time, all positions have requirements listed for Highly Qualified Licenses.
David Boster
03/16/2015
March 16, 2015: Currently, all QPS teachers and para-educators hired meet the Highly Qualified license requirements.
David Boster
03/16/2015
March 16, 2015: Partnerships, recruiting and posting openings for difficult to fill positions is currently being practiced. The HR Director and several administrators have participated in the process for hiring for difficult to fill positions.
Carol Frericks
03/16/2015
March 16, 2015: Currently, QPS provides a mentor-induction program for first and second year non-tenured teachers. Through the IL-PART grant, QPS provides new, second-year principals receive mentoring, coaching and PD. The Illinois School Leadership Advisory © 2015 Illinois Interactive Report Card, Northern Illinois University, with support fromCouncil the Illinois State Board of Education. invited QPS to share the teacher and leader mentor-
Julie Stratman
03/16/2015
1
Train building and central office administrators to utilize Ventures for Excellence screening and interview processes for hiring high quality teachers and leaders.
2
During the application process all positions have requirements listed for Highly Qualified Licenses.
3
Hire only Highly Qualified teachers and para-educators based on licensure requirements in Illinois.
4
Build partnerships with Quincy University, Western Illinois University, Illinois State University, University of Illinois-UrbanaChampaign, and other Illinois universities to aggressively reach out and find difficult to fill position candidates. Utilize all possible candidate pools when recruiting all open positions for teachers and leaders.
5
Provide mentor-induction program for first and second year non tenured teachers and leaders.
and find difficult to fill position candidates. Utilize all possible hiring for difficult to fill positions. Quincy SD 172 candidate pools when recruiting all open positions for teachers and 8/28/2015 leaders. 1:11:29 PM District Continuous Improvement Plan with RTTT3 SOW
Page 15 of 42
5
Provide mentor-induction program for first and second year non tenured teachers and leaders.
March 16, 2015: Currently, QPS provides a mentor-induction program for first and second year non-tenured teachers. Through the IL-PART grant, QPS provides new, second-year principals receive mentoring, coaching and PD. The Illinois School Leadership Advisory Council invited QPS to share the teacher and leader mentorinduction programs with other Illinois districts.
Julie Stratman
03/16/2015
6
Strategically place student teachers with excellent QPS teachers to mentor and recruit high quality new teachers into the hiring process.
Currently, administrators strategically place student teachers with excellent QPS teachers to mentor and recruit high quality new teachers into the hiring process.
Carol Frericks
03/16/2015
7
Provide para-educators with mentoring and ongoing professional development opportunities.
March 15, 2015: In some buildings, principals and coordinators provide professional development and mentoring. QHS will pilot a professional development series with para-educators. June 5, 2015 Professional development has been provided during the school year and summer of the 2014-2015 school year. Some mentoring opportunities have begun with plans to expand throughout the district.
Eryn Beswick
8
Establish "grow-your-own" programs to recruit future educators and March 16, 2015: The College and Career Counselor has started to educational leaders from the pool of current high school students place some students at Baldwin to foster and promote education as a and current teacher-leaders. career. QHS students provide Junior Achievement teaching experiences in classrooms at Baldwin. Currently, QAVTC students enroll in child care courses. June 5, 2015 Preliminary conversations have begun to plan more opportunities for the 2015-2016 school year.
Key Code IB01
Objectives The district will operate with district-level and school-level improvement teams. (16) RT3 Expectations: The district will establish professional learning communities to support all aspects of the instructional improvement process.
Indicator Type
Assigned to
SS,RT3
Julie Stratman
Carol Frericks
Target date Tasks 06/30/2014
3
% Tasks Objective Completed Status 66.67%
Tasks Task ID 1
Task Description
Comments
Elementary and Secondary Academic Directors will share the district Elementary and Secondary Academic Directors will begin sharing RSCIT report tools as they are completed monthly, including the these reports during the 2014-2015 school year. Elementary and Assessment Reports, PlanNorthern Reports and theUniversity, Monitoringwith Reports. Secondary Academic Directors share RSCIT reports at Academic © 2015 Illinois Interactive Reportthe Card, Illinois support from the Illinois State Board of Education. The reports will be shared and discussed at each monthly Academic meetings and will continue for the 2015-2016 school year. Building
Assigned to
Completed
Julie Stratman
08/07/2015
the instructional improvement process.
8/28/2015 1:11:29 PM Task ID
Quincy SD 172 Tasks District Continuous Improvement Plan with RTTT3 SOW Comments
Task Description
Page 16 of 42 Assigned to
Completed
1
Elementary and Secondary Academic Directors will share the district RSCIT report tools as they are completed monthly, including the Assessment Reports, the Plan Reports and the Monitoring Reports. The reports will be shared and discussed at each monthly Academic Administrative meeting.
Elementary and Secondary Academic Directors will begin sharing these reports during the 2014-2015 school year. Elementary and Secondary Academic Directors share RSCIT reports at Academic meetings and will continue for the 2015-2016 school year. Building administrators shared RSCIT reports during Academic meetings.
Julie Stratman
08/07/2015
2
Building Principals will share the building-level RSCIT report tools as they are completed monthly, including the Assessment Reports, the Plan Reports and the Monitoring Reports. The reports will be shared and discussed at each monthly Academic Administrative meeting.
Building Principals will begin sharing these reports during the 20142015 school year. During the 2015-2016 school year, building principals will continue to align with the district RSCIT initiatives and share district level work with the building level RSCIT teams. Building principals will continue to empower teacher leaders to engage in the process.
Julie Stratman
08/07/2015
3
Elementary and Secondary Academic Directors will report feedback from Academic Administrative meeting at the next district RSCIT meeting.
Elementary and Secondary Academic Directors will begin reporting feedback from Academic Administrative meeting at the next district RSCIT meeting during the 2014-2015 school year. During the 20152016 school year, Academic Directors will continue to engage building leaders to report at the district RSCIT meetings.
Julie Stratman
Key Code IC05
Indicator Type
Objectives
The district will provide a cohesive district curriculum guide aligned with state standards or otherwise SC,SS,RT3 places curricular expectations on the school. (32) RT3 Expectations: The district will establish a cohesive curriculum, aligned to State standards, that addresses and incorporates the following: (a) critical student transition points as applicable (PreK to elementary, middle to high school, and high school to postsecondary), including the use of alignment teams across these transition points; (b) writing throughout the curriculum; (c) CCSS in Math and ELA across the curriculum, including the concept of text complexity for ELA and application for Math; and (d) the CCSS Science framework (when adopted).
Assigned to Carol Frericks
Target date Tasks 08/01/2014
8
% Tasks Objective Completed Status 62.5%
Tasks Task ID 1
Task Description
Comments
District Math Leadership Team members (DLMT K-12) and District DMLT and DMIT have successfully begun this process and the task is Math Implementation Teams (DMIT K-6 and 7-12) will create a in progress at this time. transition plan, curriculum maps and common assessments aligned to the CCSS for each grade-level math course that fully address all © 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education. aspects of the Common Core Standards.
Assigned to Carol Frericks
Completed
Tasks Quincy SD 172 Task ID 1:11:29 PM 8/28/2015
Task Description
District Continuous Improvement PlanComments with RTTT3 SOW
Assigned to
Page 17 of 42 Completed
1
District Math Leadership Team members (DLMT K-12) and District Math Implementation Teams (DMIT K-6 and 7-12) will create a transition plan, curriculum maps and common assessments aligned to the CCSS for each grade-level math course that fully address all aspects of the Common Core Standards.
DMLT and DMIT have successfully begun this process and the task is in progress at this time.
Carol Frericks
2
District Literacy Leadership Team members (DLLT K-12) and District Literacy Implementation Teams (DLIT K-6 and 7-12) will create a transition plan, curriculum maps and common assessments aligned to the CCSS for each grade-level ELA course that fully address all aspects of the Common Core Standards.
DLLT and DLIT have successfully begun this process and the task is in progress at this time.
Carol Frericks
3
Quarterly updates from the DMLT/DLLT will communicate the district-level alignment to the CCSS and the district-level progress for implementation in ELA and Math courses.
Task has been completed and a timeline for the 2014-2015 school year has been completed.
Carol Frericks
4
DMIT and DLIT members will share with each grade-level team the new and revised curriculum documents aligned to the CCSS that are stored on the district electronic curriculum portal.
DMIT and DLIT have successfully begun this process and the task is in progress at this time.
Carol Frericks
5
District-wide professional development will be provided quarterly by the DLLT/DMLT to share information regarding the shifts in the CCSS aligned curriculum/course work.
Task has been completed and a timeline for the 2014-2015 school year has been completed.
Carol Frericks
6
The Elementary and Secondary Academic Directors will work with the Technology Director to provide access to Curriculum CONNECTOR (through Performance Plus) for all K-12 administrators and teachers in order to upload and utilize the new ELA and Math curriculum guides and common assessments aligned to the CCSS.
Task has been completed and a timeline for the 2014-2015 school year has been completed.
09/05/2014
7
The Elementary and Secondary Academic Directors will work with the Technology Director to provide an introduction to Curriculum CONNECTOR for all K-12 administrators and teachers during a district-wide teacher institute.
Task has been completed and a timeline for the 2014-2015 school year has been completed.
09/05/2014
8
The Elementary and Secondary Academic Directors will work with the Technology Director to share district-wide expectations for teachers and administrators to utilize Curriculum CONNECTOR beginning August 1, 2014. ELA amd Math curricula will be completed and utilized for the 2014-2015 school year.
Task has been completed and a timeline for the 2014-2015 school year has been completed.
09/05/2014
© 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education.
09/05/2014
09/05/2014
Quincy SD 172 8/28/2015 1:11:29 PM
Key Code IC07
Page 18 of 42
District Continuous Improvement Plan with RTTT3 SOW
Indicator Type
Objectives
Professional development will be built into the school schedule by the district, but the school will be allowed SP,ELL,DTI discretion in selecting training and consultation that fit the requirements of its improvement/restructuring plan and its evolving needs. (34) Title I Expectations: Describe how the district will coordinate programs under Title I and Title II to provide professional development for teachers and principals, and, if appropriate, pupil services personnel, administrators, parents and other staff, including district level staff. (See Sections 1118 & 1119 (h))
Assigned to Carol Frericks
Target date Tasks 06/30/2015
3
% Tasks Objective Completed Status 100%
Undecided
Tasks Task ID
Task Description
Comments
Assigned to
Completed
1
Align Title I professional development for teachers and principals with district initiatives for ELA and Math, including extended day and early intervention. Extended Day PD will be provided at the beginning of the first quarter for grades 10-12, mid-term first quarter for grade 9, and at the beginning of the second quarter for grades K-8. Math PD will be provided for implementing supplemental ALEKS intervention. ELA PD will be provided for implementing supplemental Comprehensive Intervention Model (CIM) interventions. Early intervention PD will be provided for implementing supplemental Reading Recovery intervention.
RSCIT team monitored this indicator on December 5, 2014. Extended day PD was provided for grades 10-12. ALEKS training has been provided for all QJHS grade 7-8 teachers. K-6 after-school teachers and some classroom teachers have attended training. Additional ALEKS training will be provided second semester. CIM PD for interventions will be provided second semester. Reading Recovery ongoing PD is provided throughout the year. June 15, 2015 All Title I professional development for teachers and principals align with district initiatives for ELA and Math, including extended day and early intervention. All Title I professional development opportunities will be complete by June 30, 2015.
Julie Stratman
06/15/2015
2
In order to hire highly qualified teachers for Title I supplemental services, the district will develop incentives for recruitment, including flexible teacher scheduling, align teacher duties on expert supplemental student services, and negotiate adjustment of stipend for supplemental teaching services.
RSCIT team monitored this indicator on December 5, 2014. Title I after-school teachers will be paid for an hour during the 2014-15 school year, instead of 45 minutes. Access to professional use of laptops was provided for teachers in Title I supplemental services. June 15, 2015 Given the incentives for recruitment, the district received several applicants for Summer Academy and hired highly qualified teachers for Title I supplemental services.
David Boster
06/15/2015
RSCIT team monitored this indicator on December 5, 2014. Ongoing Instructional Rounds PD has been provided for all PreK-12 administrators and cabinet administrators. Crucial Conversations PD was provided for Administrative Academy credit in June, 2014. The Crucial Conversations book was provided for all administrators. from the Illinois StatePD Board Education. Charlotte Danielson was of provided for all QPS evaluators in June, 2014.
Carol Frericks
12/05/2014
3
Principals will engage in supplemental collaborative PD for Instructional Rounds in order to plan, support and monitor implementations; and PD for Crucial Conversations to engage in effective performance reviews; and PD for teacher evaluation on the Charlotte Danielson model to identify effective instructional © 2015 Illinois Interactive Card, Northern Illinois University, facilitators, as Report it applies to Title I supplemental services.with support
qualified teachers for Title I supplemental services. Quincy SD 172 3 Principals will engage in supplemental collaborative PD for RSCIT team monitored this indicator on December 5, 2014. Ongoing 8/28/2015 1:11:29 PM Rounds in order to plan, support and monitor District Continuous Improvement Plan RTTT3 SOW for all PreK-12 Instructional Instructional Rounds PD with has been provided implementations; and PD for Crucial Conversations to engage in administrators and cabinet administrators. Crucial Conversations PD effective performance reviews; and PD for teacher evaluation on was provided for Administrative Academy credit in June, 2014. The the Charlotte Danielson model to identify effective instructional Crucial Conversations book was provided for all administrators. Report Card Data Overview facilitators, as it applies to Title I supplemental services. Charlotte Danielson PD was provided for all QPS evaluators in June, 2014. Percent (%) of Students Meeting and Exceeding State Standards - ISAT/PSAE
Carol Frericks
Page 19 of 42 12/05/2014
% Meets+Exceeds Trends (These are district level results. Subgroups with fewer than 10 students will not be reported.) 2009
Key Reading - ISAT Results Code SubGroups ID01 White
Objectives 77.8
2010
2011
76.3
Indicator 76.8 Type
A team structure will be officially incorporated into the school improvement plan and school governance 79.5 78.4 policy. (36)
Black Hispanic/Latino
65 -
Task ID Task Description Asian 1 Schedule RSCIT meetings for the 2013-2014 school year. Second American Indian or Alaska Native Friday morning of each month from 7:30 - 9:30 a.m. and the fourth Monday of each month at 3:00 - 5:00 p.m. Two or More Races 70.4 2 LEP
Report progress of the RSCIT at the QPS Curriculum Committee meeting quarterly. Students with Disabilities 45.1 3 Submit compliance reports to ISBE as required. Low4 Income 67.9 Schedule RSCIT meetings for the 2014-2015 school year. First Friday morning of each month from 7:30 - 9:00 a.m. and the third Monday of Native Hawaiian/Pacific Islander each month at 3:30 - 5:00 p.m.
57.4 -
Tasks
79.2
2012
SS
Assigned to 74.5 Carol Frericks 76.2
2014
% Tasks Objective Target date Tasks Completed 51.6 49.7 Status 06/30/2014 53.9
4
75%
52.9
55.9
57.6
29.4
21.6
54.5
58.3
47.8
46.4
Comments The task was completed for the 2013-2014 school year. 73.6
2013
68.8
72.6
Progress was reported each semester by request from the Curriculum Committee. 43.5 40.7submitted as required. 31.5 Compliance reports have been
Assigned to Carol Frericks -
Completed 09/05/2014 -
50.7
45.3
Carol Frericks -
09/05/2014 -
Carol16.5 Frericks
15.7 09/05/2014
65.4
66.6
65.4
Carol40.5 Frericks
37.1
-
-
-
-
-
Math - ISAT Results SubGroups
81.6
80.9
80.2
78.4
47
45.4
White
83.8
83.1
82.5
80.4
50
48.7
64.3 Objectives -
61.6
61.6 Indicator 54.5 Type
Black Key Code Hispanic/Latino
ID10 Asian
-
The school’s Leadership Team will regularly look at school performance data and aggregated classroom - SP,SD,DTI observation data and use that data to make decisions about school improvement and professional American development Indian or Alaska Native needs. (1154) Title I Expectations: Describe how teachers, in consultation with parents, administrators, and pupil Two or More Races 75.3 75.7 70.3 services personnel, in targeted assistance schools will identify the eligible children most in need of - State Board of Education. services. (See Sections 1115)Northern Illinois University, with- support from the Illinois © LEP 2015 Illinois Interactive Report Card,
59.6 Assigned to 60
Julie Stratman -
22.6 21.9 Target % Tasks Objective Tasks date 50 Completed35.7 Status
06/30/2015-
2
100%
- Objective Met 10/03/2014
-
-
78.1
36.1
33.8
-
-
-
Hispanic/Latino Code
Objectives
-
-
54.5 Type
Quincy SD 172 ID10 The school’s Leadership Team will regularly look at school performance data and aggregated classroom Asian - SP,SD,DTI 8/28/2015 observation 1:11:29 PM data and use that data to make decisions about school District Continuous and Improvement Plan with RTTT3 SOW improvement professional American Indian or Alaska Native development needs. (1154) Title I Expectations: Describe how teachers, in consultation with parents, administrators, and pupil Two or More Races 75.3 75.7 70.3 services personnel, in targeted assistance schools will identify the eligible children most in need of LEP services. (See Sections 1115) Students with Disabilities
54.1
Low Income
71.6
Task ID Task Description Native Hawaiian/Pacific Islander 1 Complete the Rising Star District Title I Plan for submission to the Reading -Board PSAEof Results Education. 56.4 SubGroups 2 Complete the FY 2015 NCLB Consolidated Application for submission in IWAS. The application, including the FY15 projected district White 59.3 allocations for Titles I and II-A, incorporates the following grants • Black 22.2 Title I, Part A, Improving the Academic Achievement of the Disadvantaged • Title II, Part A, Teacher Quality Hispanic/Latino 54.5 Asian American Indian or Alaska Native 1. Describe your Experience in pursuing this Objective Two or More Races
-
52.9 Tasks 72.4
Assigned to 60
date
Julie Stratman -
06/30/2015-
50
Tasks 2
Completed35.7 Status
of 42 100%Page -20 Objective Met 10/03/2014
-
-
78.1
36.1
33.8
-
-
-
51.2
43.4
16
14.9
71.7
69.7
34.6
32
Comments The RSCIT completed the plan and the BOE approved the plan for submission. 58.9 54 50 The NCLB Consolidated application was submitted to ISBE on August 26, 2014. 62.4 56.6 53.7
Assigned to Carol Frericks
Completed 08/05/2014
53.4 Julie Stratman
55.7 08/26/2014
56
59.8
24.4
22.2
17.9
24.1
23.3
-
-
-
-
-
-
-
-
-
Status of Objective
10/03/2014 District and school level Rising Star Leadership Teams are in place and ongoing. Data review and- analysis is built into the structure for summer and fall School Improvement Planning (SIP). 38.5 36.8
LEP What continued work will be necessary to sustain your efforts and 2. to meet the Objective Students continue with Disabilities 14.8
10/03/2014 District and school level Rising Star Leadership Teams are in place and ongoing. Data review and- analysis is built into the structure for summer and fall School Improvement Planning (SIP). 11.3 13.2 17.9 20 20.3
Low Income 39.4 Evidence that this Objective has been fully and effectively 3. Native Hawaiian/Pacific implemented Islander
43.5 38 44.7analysis is 10/03/2014 District and school level43.3 Rising Star Leadership 39.3 Teams are in place and ongoing. Data review and built into the structure for summer and fall School Improvement Planning (SIP). -
Math - PSAE Results SubGroups
51.9
54.9
47.5
48.6
43.9
45
White
55.3
57.8
50.9
52.1
46.6
48.7
Black
18.5
29.3
11.1
17.9
17.2
16.7
Hispanic/Latino
18.2
-
-
-
-
-
Asian
-
-
-
-
-
-
American Indian or Alaska Native
-
-
-
-
-
-
Two or More Races
-
-
-
-
23.1
21.1
LEP
-
-
-
-
-
-
3.6
5.5
5.1
© Students 2015 Illinois support from the Illinois withInteractive DisabilitiesReport Card, Northern Illinois University, with 12.7 3.8 State Board of Education. 5.3
Hispanic/Latino
18.2
Asian 8/28/2015 1:11:29 PM American Indian or Alaska Native
-
-
Quincy SD 172 District Continuous Improvement Plan with RTTT3 SOW -
-
-
-
-
-
-
-
-
Page -21 of 42
Two or More Races
-
-
-
-
23.1
21.1
LEP
-
-
-
-
-
-
Students with Disabilities
12.7
3.8
5.3
3.6
5.5
5.1
Low Income
35.3
39.4
30.9
33.5
24.5
30.2
-
-
-
-
-
-
Native Hawaiian/Pacific Islander
ACCESS Results No No No No No No No No No No No No No
students students students students students students students students students students students students students
tested tested tested tested tested tested tested tested tested tested tested tested tested
for for for for for for for for for for for for for
ACCESS in Grade K ACCESS in Grade 1 ACCESS in Grade 2 ACCESS in Grade 3 ACCESS in Grade 4 ACCESS in Grade 5 ACCESS in Grade 6 ACCESS in Grade 7 ACCESS in Grade 8 ACCESS in Grade 9 ACCESS in Grade 10 ACCESS in Grade 11 ACCESS in Grade12
IAA Results
© 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education.
Quincy SD 172 8/28/2015 1:11:29 PM
District Continuous Improvement Plan with RTTT3 SOW
AYP/AMAO Deficiencies
The following deficiencies have been identified in the most recent AYP Report for your district. No deficiencies have been identified in your most recent AYP report.
The following deficiencies have been identified in the most recent AMAO Report for your district. AMAOIllinois Report is not yetReport available forNorthern posting.Illinois University, with support from the Illinois State Board of Education. © 2015 Interactive Card,
Page 22 of 42
AYP/AMAO Deficiencies
Quincy SD 172
The following deficiencies have been identified in the most recent AYP Report for your district.
Page 23 of 42
8/28/2015 1:11:29 PM District Continuous Improvement Plan with RTTT3 SOW No deficiencies have been identified in your most recent AYP report.
The following deficiencies have been identified in the most recent AMAO Report for your district. AMAO Report is not yet available for posting. If a district has met all the state-required performance targets identified in the District Report Card for only one year, it is still required to revise the District Integrated Plan while the district remains in status. The district should set forth other targets for improvement derived from and supported by data analysis to ensure that the district continues to meet state targets.
© 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education.
Quincy SD 172 8/28/2015 1:11:29 PM
Page 24 of 42
District Continuous Improvement Plan with RTTT3 SOW
Assessment Data Reading
% Meets+Exceeds Trends (These are district level results. Subgroups with fewer than 10 students will not be reported.) 2009
2010
2011
2012
2013
2014
Grade 3 SubGroups
73
77
72.5
72
57
52.7
White
74.8
78.3
74.7
73.2
57.7
55.8
Black
56.5
61.5
55.8
57.4
38.3
28.6
Hispanic/Latino
-
-
-
-
50
-
Asian
-
-
-
-
-
-
American Indian or Alaska Native
-
-
-
-
-
-
66.7
72
62.5
81.8
73.9
42.9
-
-
-
-
-
-
Students with Disabilities
39.7
45.7
44
31.8
27.6
24.1
Low Income
61.6
66.9
61.8
66.4
47.6
43.5
-
-
-
-
-
-
Grade 4 SubGroups
76.9
71.5
75.8
69.3
49.6
49.3
White
78.4
73.2
77.1
71.5
51.6
51.3
Black
67.6
50
57.1
53.3
31.4
21.3
Hispanic/Latino
-
-
-
-
-
53.3
Asian
-
-
-
-
-
-
American Indian or Alaska Native
-
-
-
-
-
-
73.1
76.5
73.1
60
57.7
56
-
-
-
27.6
15.1
20.2
Two or More Races LEP
Native Hawaiian/Pacific Islander
Two or More Races
LEP © 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education. Students with Disabilities 46.4 29.1 33.3
Hispanic/Latino Asian 8/28/2015 1:11:29 PM American Indian or Alaska Native Two or More Races
-
-
-
Quincy SD 172 District Continuous Improvement Plan with RTTT3 SOW -
-
-
53.3
-
-
-
-
-
Page -25 of 42
73.1
76.5
73.1
60
57.7
56
-
-
-
-
-
-
Students with Disabilities
46.4
29.1
33.3
27.6
15.1
20.2
Low Income
68.7
60.2
69
58.1
40.9
37.5
-
-
-
-
-
-
Grade 5 SubGroups
76.7
76
74.4
73.7
51.5
47.2
White
78.7
77.8
76.6
74.1
55.4
50.9
Black
61
64.1
51.2
60
20.5
19.6
Hispanic/Latino
-
-
-
69.2
-
-
Asian
-
-
-
-
-
-
American Indian or Alaska Native
-
-
-
-
-
-
66.7
80
73.3
83.3
40.6
50
-
-
-
-
-
-
Students with Disabilities
48.5
51.8
41.8
24.4
17.8
14.4
Low Income
66.2
68.1
61.7
66.2
37.5
35.3
-
-
-
-
-
-
Grade 6 SubGroups
83.2
82.3
83.8
79
54.7
48
White
85.4
83.7
86.4
81.3
56.8
52.6
Black
65.7
66.7
67.6
55.6
34.3
10.3
Hispanic/Latino
-
-
-
-
45.5
-
Asian
-
-
-
-
-
-
American Indian or Alaska Native
-
-
-
-
-
-
73.7
83.3
74.2
83.3
47.6
35.5
-
-
-
-
-
-
42.7
16.7
13.2
LEP
Native Hawaiian/Pacific Islander
Two or More Races LEP
Native Hawaiian/Pacific Islander
Two or More Races LEP
©Students 2015 Illinois support from the Illinois withInteractive DisabilitiesReport Card, Northern Illinois University, with 47.1 49.2 State Board of Education. 52.6
Hispanic/Latino Asian 8/28/2015 1:11:29 PM American Indian or Alaska Native Two or More Races
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-
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Quincy SD 172 District Continuous Improvement Plan with RTTT3 SOW -
-
45.5
-
-
-
-
-
-
Page -26 of 42
73.7
83.3
74.2
83.3
47.6
35.5
-
-
-
-
-
-
Students with Disabilities
47.1
49.2
52.6
42.7
16.7
13.2
Low Income
77.8
72.2
76.6
67.5
42.6
34.6
-
-
-
-
-
-
Grade 7 SubGroups
75.7
74.1
75.8
71.7
44.2
51.3
White
76.5
77.4
77.6
73.8
47.1
54.3
Black
75
48.5
62.1
60.5
19.6
26.3
Hispanic/Latino
-
-
54.5
45.5
-
38.5
Asian
-
-
-
-
-
-
American Indian or Alaska Native
-
-
-
-
-
-
Two or More Races
-
50
71.4
63.6
37.5
37.5
LEP
-
-
-
-
-
-
Students with Disabilities
44.4
40
27.9
28.6
6.2
12.1
Low Income
62.4
62.3
60.9
63.2
30.1
37.7
-
-
-
-
-
-
Grade 8 SubGroups
82.3
77.3
78.7
82
52.3
49.4
White
84.1
80.2
82.9
84.2
54.4
52.1
Black
66.7
52.6
42.4
60.6
32.4
22.2
Hispanic/Latino
-
-
-
-
-
-
Asian
-
-
-
-
-
-
American Indian or Alaska Native
-
-
-
-
-
-
Two or More Races
-
-
58.8
72
46.4
57.1
LEP
-
-
-
-
-
-
37.7
14.3
6.6
LEP
Native Hawaiian/Pacific Islander
Native Hawaiian/Pacific Islander
©Students 2015 Illinois support from the Illinois withInteractive DisabilitiesReport Card, Northern Illinois University, with 43.5 40.6 State Board of Education. 38.6
Hispanic/Latino Asian 8/28/2015 1:11:29 PM American Indian or Alaska Native
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-
-
-
-
-
-
-
-
Page -27 of 42
Two or More Races
-
-
58.8
72
46.4
57.1
LEP
-
-
-
-
-
-
Students with Disabilities
43.5
40.6
38.6
37.7
14.3
6.6
Low Income
71.8
62.7
70.1
73.1
42.8
33
-
-
-
-
-
-
Grade 11 SubGroups
56.4
58.9
54
50
53.4
55.7
White
59.3
62.4
56.6
53.7
56
59.8
Black
22.2
24.4
22.2
17.9
24.1
23.3
Hispanic/Latino
54.5
-
-
-
-
-
Asian
-
-
-
-
-
-
American Indian or Alaska Native
-
-
-
-
-
-
Two or More Races
-
-
-
-
38.5
36.8
LEP
-
-
-
-
-
-
Students with Disabilities
14.8
11.3
13.2
17.9
20
20.3
Low Income
39.4
43.5
43.3
39.3
38
44.7
-
-
-
-
-
-
Native Hawaiian/Pacific Islander
Native Hawaiian/Pacific Islander
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Page 28 of 42
District Continuous Improvement Plan with RTTT3 SOW
Assessment Data Mathematics
% Meets+Exceeds Trends (These are district level results. Subgroups with fewer than 10 students will not be reported.) 2009
2010
2011
2012
2013
2014
Grade 3 SubGroups
86.9
86.5
87.6
83.9
51.8
41.5
White
89.2
87.9
88.8
86.5
54.8
44.4
Black
67.4
71.1
79.1
64.8
25.5
24
Hispanic/Latino
-
-
-
-
50
-
Asian
-
-
-
-
-
-
American Indian or Alaska Native
-
-
-
-
-
-
77.8
80
82.9
86.4
39.1
25
-
-
-
-
-
-
Students with Disabilities
70.6
68.3
70.7
62.5
25
18.3
Low Income
77.6
80.9
82
77
41.4
30
-
-
-
-
-
-
Grade 4 SubGroups
85
84
82.8
80.1
49.8
58.8
White
87
85.8
83.8
81.4
54.4
63.2
Black
65.8
66.7
77.1
68.9
25.5
21.3
Hispanic/Latino
-
-
-
-
-
46.7
Asian
-
-
-
-
-
-
American Indian or Alaska Native
-
-
-
-
-
-
80.8
82.4
65.4
77.1
30.8
56
-
-
-
46.5
19.1
23.2
Two or More Races LEP
Native Hawaiian/Pacific Islander
Two or More Races
LEP © 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education. Students with Disabilities 65.6 58.2 52.4
Hispanic/Latino Asian 8/28/2015 1:11:29 PM American Indian or Alaska Native Two or More Races
-
-
-
Quincy SD 172 District Continuous Improvement Plan with RTTT3 SOW -
-
-
46.7
-
-
-
-
-
Page -29 of 42
80.8
82.4
65.4
77.1
30.8
56
-
-
-
-
-
-
Students with Disabilities
65.6
58.2
52.4
46.5
19.1
23.2
Low Income
76.7
75.5
76.1
72.1
37.5
47.7
-
-
-
-
-
-
Grade 5 SubGroups
81.3
77.1
78.3
76
43.9
44.1
White
82.3
79
80.5
76.6
47.2
48
Black
78
61.5
55.8
62.9
17.9
27.5
Hispanic/Latino
-
-
-
61.5
-
-
Asian
-
-
-
-
-
-
American Indian or Alaska Native
-
-
-
-
-
-
66.7
76.7
73.3
87.5
28.1
23.1
-
-
-
-
-
-
Students with Disabilities
58.8
52.9
55.9
30.8
18.7
16.5
Low Income
72.5
70.5
68.9
67
31.1
30.6
-
-
-
-
-
-
Grade 6 SubGroups
82.7
85.2
80.3
82.1
52
40.9
White
86.3
87.1
82.6
85.2
52.5
43.7
Black
54.3
69.2
61.1
51.1
37.1
15.4
Hispanic/Latino
-
-
-
-
-
-
Asian
-
-
-
-
-
-
American Indian or Alaska Native
-
-
-
-
-
-
73.7
78.9
71
83.3
57.1
29
-
-
-
-
-
-
55.4
19.2
13.2
LEP
Native Hawaiian/Pacific Islander
Two or More Races LEP
Native Hawaiian/Pacific Islander
Two or More Races LEP
©Students 2015 Illinois support from the Illinois withInteractive DisabilitiesReport Card, Northern Illinois University, with 55.9 59.6 State Board of Education. 51
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-
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-
-
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-
-
-
-
Page -30 of 42
73.7
78.9
71
83.3
57.1
29
-
-
-
-
-
-
55.9
59.6
51
55.4
19.2
13.2
75
76.3
70.7
71.4
37.9
26
-
-
-
-
-
-
Grade 7 SubGroups
78.5
75.6
74.6
71.6
41.4
41.6
White
80.4
79.1
78
73.4
44.4
44.2
Black
75
42.4
48.3
57.9
13
23.7
Hispanic/Latino
-
-
54.5
54.5
-
23.1
Asian
-
-
-
-
-
-
American Indian or Alaska Native
-
-
-
-
-
-
Two or More Races
-
56.2
60.7
63.6
41.2
33.3
LEP
-
-
-
-
-
-
Students with Disabilities
45.2
36.9
33.3
30
4.6
7.2
Low Income
66.3
63.2
60.7
61.4
25.2
27.3
-
-
-
-
-
-
74.7
76.9
77.1
76.8
43.2
45.6
White
78
79.8
81.1
79.7
46.8
49
Black
46.7
55.3
42.4
48.5
17.6
17.8
Hispanic/Latino
-
-
-
63.6
-
-
Asian
-
-
-
-
-
-
American Indian or Alaska Native
-
-
-
-
-
-
Two or More Races
-
-
58.8
72
28.6
42.9
LEP
-
-
-
-
-
-
30.2
7.1
4.9
LEP Students with Disabilities Low Income Native Hawaiian/Pacific Islander
Native Hawaiian/Pacific Islander Grade 8 SubGroups
©Students 2015 Illinois support from the Illinois withInteractive DisabilitiesReport Card, Northern Illinois University, with 22.2 39.1 State Board of Education. 31.6
Hispanic/Latino Asian 8/28/2015 1:11:29 PM American Indian or Alaska Native
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Quincy SD 172 District Continuous Improvement Plan with RTTT3 SOW -
63.6
-
-
-
-
-
-
-
Page -31 of 42
Two or More Races
-
-
58.8
72
28.6
42.9
LEP
-
-
-
-
-
-
Students with Disabilities
22.2
39.1
31.6
30.2
7.1
4.9
Low Income
59.1
66
67.6
67.3
32.8
29.2
-
-
-
-
-
-
Grade 11 SubGroups
51.9
54.9
47.5
48.6
43.9
45
White
55.3
57.8
50.9
52.1
46.6
48.7
Black
18.5
29.3
11.1
17.9
17.2
16.7
Hispanic/Latino
18.2
-
-
-
-
-
Asian
-
-
-
-
-
-
American Indian or Alaska Native
-
-
-
-
-
-
Two or More Races
-
-
-
-
23.1
21.1
LEP
-
-
-
-
-
-
Students with Disabilities
12.7
3.8
5.3
3.6
5.5
5.1
Low Income
35.3
39.4
30.9
33.5
24.5
30.2
-
-
-
-
-
-
Native Hawaiian/Pacific Islander
Native Hawaiian/Pacific Islander
© 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education.
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Page 32 of 42
District Continuous Improvement Plan with RTTT3 SOW
District Information District Information 2007
2008
2009
2010
2011
2012
2013
2014
Attendance Rate (%)
94.1
93.4
93.8
94.7
93.8
93.9
93.8
93.5
Truancy Rate (%)
1.9
3.2
4.6
2.6
2.8
6.3
8.0
9.2
Mobility Rate (%)
24.7
15.0
13.7
14.9
14.4
15.2
17.5
14.1
HS Graduation Rate, if applicable (%)
88.1
88.9
91.0
90.1
87.9
86.1
88.2
87.9
HS Dropout Rate, if applicable (%)
2.6
1.9
2.5
1.4
1.9
2.3
3.5
2.2
District Population (#)
6,431
6,470
6,060
6,389
6,238
6,539
6,473
6,452
Low Income (%)
43.8
48.1
47.4
52.7
50.6
52.7
54.7
57.0
Limited English Proficient(LEP)(%)
0.2
0.2
0.1
0.1
0.3
0.2
0.2
0.2
-
-
-
14.4
16.6
16.4
16.1
16.3
White, non-Hispanic (%)
87.5
87.3
86.7
85.5
84.5
84.4
83.9
83.2
Black, non-Hispanic (%)
8.8
8.4
8.0
8.4
8.5
8.7
8.7
9.3
Hispanic (%)
1.2
1.2
1.2
1.3
1.4
1.8
1.8
1.8
Asian (%)
0.8
0.8
0.9
0.9
1.0
1.0
0.9
0.9
American Indian (%)
0.2
0.1
0.1
0.1
0.1
0.1
0.1
0.1
Two or More Races (%)
1.5
2.2
3.2
3.9
4.5
4.0
4.6
4.6
-
-
-
-
0.0
0.0
0.0
0.0
Students with Disabilities (%)
Native Hawiian/Pacific Islander (%)
Note: Hyphens in the table indicate that data is not relevant for your plan.
© 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education.
Quincy SD 172 8/28/2015 1:11:29 PM
District Continuous Improvement Plan with RTTT3 SOW
Student Race/Ethnicity
© 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education.
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Quincy SD 172 8/28/2015 1:11:29 PM
District Continuous Improvement Plan with RTTT3 SOW
Educational Environment
© 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education.
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Quincy SD 172 8/28/2015 1:11:29 PM
District Continuous Improvement Plan with RTTT3 SOW
© 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education.
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Quincy SD 172 8/28/2015 1:11:29 PM
District Continuous Improvement Plan with RTTT3 SOW
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Quincy SD 172 8/28/2015 1:11:29 PM
District Continuous Improvement Plan with RTTT3 SOW
Enrollment Trends
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Quincy SD 172 8/28/2015 1:11:29 PM
District Continuous Improvement Plan with RTTT3 SOW
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Quincy SD 172 8/28/2015 1:11:29 PM
District Continuous Improvement Plan with RTTT3 SOW
Educator Data
© 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education.
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Quincy SD 172 8/28/2015 1:11:29 PM
District Continuous Improvement Plan with RTTT3 SOW
© 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education.
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Quincy SD 172 8/28/2015 1:11:29 PM
District Continuous Improvement Plan with RTTT3 SOW
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Quincy SD 172 8/28/2015 1:11:29 PM
District Continuous Improvement Plan with RTTT3 SOW
2014 AYP Report QUINCY SD 172 Adequate Yearly Progress Report 2014 QUINCY SD 172 Data relating to Adequate Yearly Progress is not compiled at this location for 2014. Report cannot be generated.
© 2015 Illinois Interactive Report Card, Northern Illinois University, with support from the Illinois State Board of Education.
Page 42 of 42
